Preschool Teachers' Artificial Intelligence Awareness: An Experimental Study

The application of artificial intelligence (AI) in early childhood education has been increasingly used to support preschool children's development. However, research indicates that preschool teachers often have limited awareness and literacy regarding AI, and studies focusing on improving their AI-related knowledge remain insufficient. Therefore, enhancing preschool teachers' understanding of AI and supporting its effective integration into educational practices is critically important. This study aimed to examine the impact of an artificial intelligence education programme on preschool teachers' AI awareness. The study was conducted using a quasi-experimental pre-test-post-test control group design and included a total of 48 preschool teachers, with 24 assigned to the experimental group and 24 to the control group. Teachers in the experimental group participated in artificial intelligence education applications, while no such interventions were implemented in the control group. Data were collected using measurement tools administered before and after the intervention. The findings revealed a statistically significant increase in artificial intelligence literacy among teachers in the experimental group compared to those in the control group. These results suggest that artificial intelligence-based educational interventions are effective in improving preschool teachers' awareness and understanding of AI, and they highlight the importance of incorporating AI education into professional development programmes for early childhood educators.

Journal

EUROPEAN JOURNAL OF EDUCATION

Year

2026

Volume

61

Issue

1

ISSN

0141-8211

eISSN

1465-3435

DOI

10.1111/ejed.70473

WoS UID

WOS:001697144200001